Prognosis of Primary Thyroid Lymphoma: Demographic, Clinical, and Pathologic Predictors of Survival

The aim of this study is to assess associations between demographic, clinical and pathologic characteristics of patients with primary thyroid lymphoma (PTL) and survival, using both bivariate and multivariate analyses. We hypothesize that age, stage at diagnosis, and histology will be independent predictors of survival after diagnosis of PTL. Use of surgery to treat PTL will not improve survival. PTL patients were identified in the SEER database. Bivariate (χ2, Kaplan-Meier, and log rank) and multivariate (Cox proportional hazards) analyses were used to assess the associations between patient characteristics and survival. A total of 1,408 patients were identified. Overall, 98% had non-Hodgkin\u27s lymphoma; 68% had diffuse large B-cell, 10% follicular, 10% marginal zone, and 3% small lymphocytic. A total of 88% had stage I or II disease. Median survival was 9.3 years. On bivariate analysis, older age, single marital status, stage II-IV disease, histology (diffuse large B-cell, follicular, or other non-Hodgkin\u27s), earlier year of diagnosis, lack of prior malignancies, and no radiation or surgery predicted worse survival. Age ≥80 years, stage IV disease, no radiation or surgery, and large B-cell or follicular histology predicted worse prognosis in multivariate analysis. Based on the analysis, we conclude that older age, advanced stage, histologic subtype, and lack of radiation or surgical treatment are associated with worse survival. Thyroid resection offers benefit only for patients with stage I disease

Oh, What a Pane! An Inquiry Based on Activity with a Mathematical Approach to Investigation Windows on Earth...and in Space. Teacher Guide

This is a teacher's guide to assist teachers in developing modules on windows for use in both earth and space and astronaut photographs. Activities incorporating mathematical exercises are suggested for grades five through ten

Spheres of Earth: An Introduction to Making Observations of Earth Using an Earth System's Science Approach. Student Guide

Scientists from the Image Science and Analysis Laboratory (ISAL) at NASA's Johnson Space Center (JSC) work with astronauts onboard the International Space Station (ISS) who take images of Earth. Astronaut photographs, sometimes referred to as Crew Earth Observations, are taken using hand-held digital cameras onboard the ISS. These digital images allow scientists to study our Earth from the unique perspective of space. Astronauts have taken images of Earth since the 1960s. There is a database of over 900,000 astronaut photographs available at http://eol.jsc.nasa.gov . Images are requested by ISAL scientists at JSC and astronauts in space personally frame and acquire them from the Destiny Laboratory or other windows in the ISS. By having astronauts take images, they can specifically frame them according to a given request and need. For example, they can choose to use different lenses to vary the amount of area (field of view) an image will cover. Images can be taken at different times of the day which allows different lighting conditions to bring out or highlight certain features. The viewing angle at which an image is acquired can also be varied to show the same area from different perspectives. Pointing the camera straight down gives you a nadir shot. Pointing the camera at an angle to get a view across an area would be considered an oblique shot. Being able to change these variables makes astronaut photographs a unique and useful data set. Astronaut photographs are taken from the ISS from altitudes of 300 - 400 km (~185 to 250 miles). One of the current cameras being used, the Nikon D3X digital camera, can take images using a 50, 100, 250, 400 or 800mm lens. These different lenses allow for a wider or narrower field of view. The higher the focal length (800mm for example) the narrower the field of view (less area will be covered). Higher focal lengths also show greater detail of the area on the surface being imaged. Scientists from the Image Science and Analysis Laboratory (ISAL) at NASA s Johnson Space Center (JSC) work with astronauts onboard the International Space Station (ISS) who take images of Earth. Astronaut photographs, sometimes referred to as Crew Earth Observations, are taken using hand-held digital cameras onboard the ISS. These digital images allow scientists to study our Earth from the unique perspective of space. Astronauts have taken images of Earth since the 1960s. There is a database of over 900,000 astronaut photographs available at http://eol.jsc.nasa.gov . Images are requested by ISAL scientists at JSC and astronauts in space personally frame and acquire them from the Destiny Laboratory or other windows in the ISS. By having astronauts take images, they can specifically frame them according to a given request and need. For example, they can choose to use different lenses to vary the amount of area (field of view) an image will cover. Images can be taken at different times of the day which allows different lighting conditions to bring out or highlight certain features. The viewing angle at which an image is acquired can also be varied to show the same area from different perspectives. Pointing the camera straight down gives you a nadir shot. Pointing the camera at an angle to get a view across an area would be considered an oblique shot. Being able to change these variables makes astronaut photographs a unique and useful data set. Astronaut photographs are taken from the ISS from altitudes of 300 - 400 km (approx.185 to 250 miles). One of the current cameras being used, the Nikon D3X digital camera, can take images using a 50, 100, 250, 400 or 800mm lens. These different lenses allow for a wider or narrower field of view. The higher the focal length (800mm for example) the narrower the field of view (less area will be covered). Higher focal lengths also show greater detail of the area on the surface being imaged. There are four major systems or spheres of Earth. They are: Atmosphere, Biosphere, Hydrosphe, and Litho/Geosphere

Modeling the Swift BAT Trigger Algorithm with Machine Learning

To draw inferences about gamma-ray burst (GRB) source populations based on Swift observations, it is essential to understand the detection efficiency of the Swift burst alert telescope (BAT). This study considers the problem of modeling the Swift BAT triggering algorithm for long GRBs, a computationally expensive procedure, and models it using machine learning algorithms. A large sample of simulated GRBs from Lien et al. (2014) is used to train various models: random forests, boosted decision trees (with AdaBoost), support vector machines, and artificial neural networks. The best models have accuracies of approximately greater than 97% (approximately less than 3% error), which is a significant improvement on a cut in GRB flux which has an accuracy of 89:6% (10:4% error). These models are then used to measure the detection efficiency of Swift as a function of redshift z, which is used to perform Bayesian parameter estimation on the GRB rate distribution. We find a local GRB rate density of eta(sub 0) approximately 0.48(+0.41/-0.23) Gpc(exp -3) yr(exp -1) with power-law indices of eta(sub 1) approximately 1.7(+0.6/-0.5) and eta(sub 2) approximately -5.9(+5.7/-0.1) for GRBs above and below a break point of z(sub 1) approximately 6.8(+2.8/-3.2). This methodology is able to improve upon earlier studies by more accurately modeling Swift detection and using this for fully Bayesian model fitting. The code used in this is analysis is publicly available online

Asymptotic equivalence of homogenisation procedures and fine-tuning of continuum theories

Long-wave models obtained in the process of asymptotic homogenisation of structures with a characteristic length scale are known to be non-unique. The term non-uniqueness is used here in the sense that various homogenisation strategies may lead to distinct governing equations that usually, for a given order of the governing equation, approximate the original problem with the same asymptotic accuracy. A constructive procedure presented in this paper generates a class of asymptotically equivalent long-wave models from an original homogenised theory. The described non-uniqueness manifests itself in the occurrence of additional parameters characterising the model. A simple problem of long-wave propagation in a regular one-dimensional lattice structure is used to illustrate important criteria for selecting these parameters. The procedure is then applied to derive a class of continuum theories for a two-dimensional square array of particles. Applications to asymptotic structural theories are also discussed. In particular, we demonstrate how to improve the governing equation for the Rayleigh-Love rod and explain the reasons for the well-known numerical accuracy of the Mindlin plate theory

On the evaluation and improvement of arabic wordnet coverage and usability

The final publication is available at Springer via http://dx.doi.org/10.1007/s10579-013-9237-0[EN] Built on the basis of the methods developed for Princeton WordNet and EuroWordNet, Arabic WordNet (AWN) has been an interesting project which combines WordNet structure compliance with Arabic particularities. In this paper, some AWN shortcomings related to coverage and usability are addressed. The use of AWN in question/answering (Q/A) helped us to deeply evaluate the resource from an experience-based perspective. Accordingly, an enrichment of AWN was built by semi-automatically extending its content. Indeed, existing approaches and/or resources developed for other languages were adapted and used for AWN. The experiments conducted in Arabic Q/A have shown an improvement of both AWN coverage as well as usability. Concerning coverage, a great amount of named entities extracted from YAGO were connected with corresponding AWN synsets. Also, a significant number of new verbs and nouns (including Broken Plural forms) were added. In terms of usability, thanks to the use of AWN, the performance for the AWN-based Q/A application registered an overall improvement with respect to the following three measures: accuracy (+9.27 % improvement), mean reciprocal rank (+3.6 improvement) and number of answered questions (+12.79 % improvement).The work presented in Sect. 2.2 was done in the framework of the bilateral Spain-Morocco AECID-PCI C/026728/09 research project. The research of the two first authors is done in the framework of the PROGRAMME D'URGENCE project (grant no. 03/2010). The research of the third author is done in the framework of WIQEI IRSES project (grant no. 269180) within the FP 7 Marie Curie People, DIANA-APPLICATIONS-Finding Hidden Knowledge in Texts: Applications (TIN2012-38603-C02-01) research project and VLC/CAMPUS Microcluster on Multimodal Interaction in Intelligent Systems. We would like to thank Manuel Montes-y-Gomez (INAOE-Puebla, Mexico) and Sandra Garcia-Blasco (Bitsnbrain, Spain) for their feedback on the work presented in Sect. 2.4. We would like finally to thank Violetta Cavalli-Sforza (Al Akhawayn University in Ifrane, Morocco) for having reviewed the linguistic level of the entire document.Abouenour, L.; Bouzoubaa, K.; Rosso, P. (2013). On the evaluation and improvement of arabic wordnet coverage and usability. Language Resources and Evaluation. 47(3):891-917. https://doi.org/10.1007/s10579-013-9237-0S891917473Abbès, R., Dichy, J., & Hassoun, M. (2004). The architecture of a standard Arabic lexical database: Some figures, ratios and categories from the DIINAR.1 source program. In Workshop on computational approaches to Arabic script-based languages, Coling 2004. Geneva, Switzerland.Abouenour, L., Bouzoubaa, K., & Rosso, P. (2009a). Structure-based evaluation of an Arabic semantic query expansion using the JIRS passage retrieval system. 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A text mining approach for definition question answering. In Proceedings of the 5th international conference on natural language processing, FinTal’2006, Turku, Finland.Diab, M. T. (2004). Feasibility of bootstrapping an Arabic Wordnet leveraging parallel corpora and an English Wordnet. In Proceedings of the Arabic language technologies and resources, NEMLAR, Cairo, Egypt.El Amine, M. A. (2009). Vers une interface pour l’enrichissement des requêtes en arabe dans un système de recherche d’information. In Proceedings of the 2nd conférence internationale sur l’informatique et ses applications (CIIA’09), May 3–4, Saida, Algeria.Elghamry, K. (2008). Using the web in building a corpus-based hypernymy-hyponymy Lexicon with hierarchical structure for Arabic. In Proceedings of the 6th international conference on informatics and systems, INFOS 2008. Cairo, Egypt.Elkateb, S., Black, W., Vossen, P., Farwell, D., Rodríguez, H., Pease, A., et al. (2006). Arabic WordNet and the challenges of Arabic. 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English Gigaword (3rd ed.). Philadelphia, USA: Linguistic Data Consortium.Hammou, B., Abu-salem, H., Lytinen, S., & Evens, M. (2002). QARAB: A question answering system to support the Arabic language. In Proceedings of the workshop on computational approaches to Semitic languages, ACL, (pp. 55–65), Philadelphia.Hearst, M. A. (1992). Automatic acquisition of hyponyms from large text corpora. In Proceedings of the 14th conference on Computational linguistics, COLING ‘92 (vol. 2, pp. 539–545).Kanaan, G., Hammouri, A., Al-Shalabi, R., & Swalha, M. (2009). A new question answering system for the Arabic language. American Journal of Applied Sciences, 6(4), 797–805.Kim, H., Chen, S., & Veale, T. (2006). Analogical reasoning with a synergy of HowNet and WordNet. In Proceedings of GWC’2006, the 3rd global WordNet conference, January, Cheju, Korea.Kipper-Schuler, K. (2006). VerbNet: A broad-coverage, comprehensive verb lexicon. Ph.D. Thesis.Mohammed, F. A., Nasser, K., & Harb, H. M. (1993). 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Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies

Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies

A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation

Novel mutations in TARDBP (TDP-43) in patients with familial amyotrophic lateral sclerosis.

The TAR DNA-binding protein 43 (TDP-43) has been identified as the major disease protein in amyotrophic lateral sclerosis (ALS) and frontotemporal lobar degeneration with ubiquitin inclusions (FTLD-U), defining a novel class of neurodegenerative conditions: the TDP-43 proteinopathies. The first pathogenic mutations in the gene encoding TDP-43 (TARDBP) were recently reported in familial and sporadic ALS patients, supporting a direct role for TDP-43 in neurodegeneration. In this study, we report the identification and functional analyses of two novel and one known mutation in TARDBP that we identified as a result of extensive mutation analyses in a cohort of 296 patients with variable neurodegenerative diseases associated with TDP-43 histopathology. Three different heterozygous missense mutations in exon 6 of TARDBP (p.M337V, p.N345K, and p.I383V) were identified in the analysis of 92 familial ALS patients (3.3%), while no mutations were detected in 24 patients with sporadic ALS or 180 patients with other TDP-43-positive neurodegenerative diseases. The presence of p.M337V, p.N345K, and p.I383V was excluded in 825 controls and 652 additional sporadic ALS patients. All three mutations affect highly conserved amino acid residues in the C-terminal part of TDP-43 known to be involved in protein-protein interactions. Biochemical analysis of TDP-43 in ALS patient cell lines revealed a substantial increase in caspase cleaved fragments, including the approximately 25 kDa fragment, compared to control cell lines. Our findings support TARDBP mutations as a cause of ALS. Based on the specific C-terminal location of the mutations and the accumulation of a smaller C-terminal fragment, we speculate that TARDBP mutations may cause a toxic gain of function through novel protein interactions or intracellular accumulation of TDP-43 fragments leading to apoptosis